In 2020, the world was forced to adjust to a new normal with the global pandemic. Every nation had to make difficult decisions to protect citizens and save their economy. Leaders of all institutions had to strategize quickly for an unknown future. Many institutions suffered, including education. Social-emotional learning addresses students' positive development of their social relationships, responsiveness, emotional parameters, healthy personalities, personal and joint objectives, alignment, and responsibility in decision-making (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2020). Research data were collected utilizing quantitative research methods and the SPSS analyzing program, allowing social-emotional learning data to be abstracted and analyzed through surveys and one-on-one interviews with eighth-grade school counselors. This education professional must be committed to providing SEL support to assist eighth-grade students with more successful behavior and academics that will benefit their education as a life-long journey. Establishing a more formal SEL Program, policy, and procedure implementation and refining the professional development of educators will be shown and deciphered. Mirroring social-emotional learning and skills to the Virginia Department of Education's goals for improved academic and behavioral results can facilitate the more effective implementation of a stellar SEL program within the school setting. This orderly literature review will examine the relationship between school social-emotional learning programs, education level transitioning, and academic outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]